Beanworks

I am heading off to another conference, this time to learn instead of teach. Code4Lib 2008 is in Portland, Oregon, next week.

If anyone is interested in stacking the deck for next year, I’m not above a shameless plug for a vote for South Florida for next year’s conference. If you have a login account at code4lib.org, go here to vote (note, some firewalls block the port in this url – leave a comment here if you are having problems). If you don’t have a login account at the code4lib site, you can get one here.

My dad’s advice: It’s hell getting old. Don’t do it.

Two very significant things are happening this century. First, Americans are living longer than any previous generation, so we are all discovering, directly or indirectly, the handicaps that come with old age. Second, computer technology has become truly mainstream, catching a whole generation off guard. Consequently, computer illiteracy has become one of those old age handicaps, and it is acutely felt by those who are otherwise functioning extremely well in society.

The older generation sees their grandchildren interacting with all kinds of computers with ease, yet they have difficulty just getting their heads around some of the most basic concepts like menus and scrollbars. I haven’t kept track of how many older adults I have talked to about computers, but I’m sure if I had a dollar for every time I heard the phrase “I feel so stupid” I’d be as rich as Bill Gates.

I repeatedly tell members of the older generation they are not stupid, they are inexperienced. They wouldn’t think of themselves as being stupid because they can’t play a piccolo or speak Swahili. Neither should they feel stupid because they can’t use a computer…yet. Did they learn to read in a day or a week? How long were they taught penmanship? ( “Oh! Years!”) And that was when they were young, like their grandchildren.

Learning to use a computer is doable, no matter how complicated it looks to them. But a big factor in their success is their attitude. In addition to making it easier for them to learn, it is important to counteract the self image they come in with by reminding them that they are learning, that it is not as hard as they imagined, and that they can do it. It is a wonderful thing to see their faces brighten as they realize they have learned something, and therefore are not stupid after all. As their attitude and self image changes, barriers start coming down and they pick up more determination.

Tip #9: Encourage them. Not just with positive reinforcement, but with active encouragement that reminds them what they have accomplished.

O.K., upfront disclaimer: This is not for experts. But I have been getting a lot of questions lately about how to change the text size for menus in Windows.

This is a way to increase the size of some of the text without changing the screen resolution, which is a way to increase the overall size of everything, including text. These are instructions for WindowsXP, but they should work in Windows Vista as well.

First, right click on a clear part of the computer’s desktop, to open the context menu. Click on the last option, “Properties.”

In the Display Properties window, click on the “Appearance” tab at the top.

In the Appearance section, click on the “Advanced” button at the bottom.

Click on the downward pointing arrow to open the drop down menu:

Select the “Menu” option from the drop down menu that opens.

Change the Text size in the box next to the Font selection box.

Notice the preview pane at the top of the window, which will display the proposed changes. The Font can also be changed here, if desired, as well as the color and bold or italic embellishments. Other Windows appearances can be customized here as well (use the drop down “Item” menu).

Click the OK button at the bottom when you are satisfied with the changes. This will take you back to the Appearance tab of the Display Properties window. Click on the “Apply” button at the bottom of the window for the changes to take effect.

When you are satisfied with the changes, click the OK button at the bottom of the Display Properties window to close it. Note that if you make any changes in the Appearances tab (such as changing the style), it will override the changes you made in the Advanced section.

(Note: this won’t change the menu text size in Firefox (version 2.0.0.11), but it will change the text for the tabs, toolbar labels, and the bookmark toolbar).

The first issue of Code4Lib Journal is now available, thanks to the efforts of Jonathan Rochkind, who spearheaded getting a group of volunteers to put it all together and get it up on the web. The journal’s mission is “to foster community and share information among those interested in the intersection of libraries, technology, and the future.” Jonathan’s Editorial Introduction explains it all.

It is worth taking a look at, and keeping an eye on, whether you are involved in libraries or not. (As an aside, I happen to be one of the editors)

This comes from Karen Vargas, via the Seniorserv discussion list. The National Institute on Aging has created a Toolkit for Trainers, with guides and curriculum for use in training seniors in Web skills and finding health information. From the press release:

Trainers who download the toolkit at <www.nihseniorhealth.gov/toolkit> will receive a set of materials they can customize to their students’ skill levels and interests. These include lesson plans, student handouts, Web searching exercises and illustrated glossaries. An introductory video gives a quick overview of the curriculum and a glimpse of Internet classes in action. Tips on how to set up a senior-friendly computer classroom also are provided

I have only glanced at the class materials. What really caught my eye was the “Quick Tips for a Senior Friendly Computer Classroom,” under “Training Tips” near the bottom of the page. It is a nicely done PDF with a very organized way of looking at training seniors. There are several suggestions I had not thought of before (or hadn’t thought seriously about), such as asking the students if they are comfortable being addressed by their first name, and providing space on handouts for students to take notes. I can attest that the rest of the suggested tactics work well (full disclosure: one of my articles is cited in the bibliography).

There are only a couple suggestions I would take issue with. The first is the suggestion to keep class length to around 90 minutes or less. My rule of thumb, from experience, is 60 minutes or less. The other suggestion is to have students work in pairs during hands-on activities. It sounds like a good idea and does work well some of the time. But on many occasions I have also seen pairing students become a detriment to one of the two students. This usually happens when one is significantly more advanced on the computer than the other, or when the two are married. In both cases, one will dominate and the other will passively allow the other to control the session, and learn nothing.

That said, this is a guide that should be in every trainer’s hands as they prepare for classes and training sessions with seniors. Definitely check out the materials.

Back from California, and the IL 2007 Conference. Posts from the sessions are on the NCR Library Sandbox. (Look in the category links for conferences) They are also listed under “Recent Posts” on the right side of the page.

Although I didn’t get to all of the programs I wanted to, I did get to Greg Notess’ Search Engine Strategies, Danny Sullivan’s The Future of Search, and a very fast Next Generation Library Interface presentation by Marshall Breeding during the lunch break. Lots of good stuff all around.

Nearly everyone who takes computer classes at our library does not want a book about how to use a computer. The typical response is, “I can’t learn by reading a book. I have to be shown how to do it.” There are many different learning styles. Some learn by watching. Some learn by listening. Some learn by taking notes. Some learn by doing and re-doing. All of us learn from mistakes.

Older adults, although they are more careful, in order to avoid making mistakes (one of the reasons they go more slowly), and despite their best efforts, will make mistakes while learning to use the computer. To those of us who grew up with computers or live with computers now, the mistakes can seem pretty incredible. More importantly, those newbie mistakes are usually easy to fix, so the typical response is to just fix it for them with one or two mouse clicks.

With very few exceptions, however, it is better to allow them to fix their mistakes by telling them what happened, why it happened, and walking them through, step by step, how to fix it. Although it takes longer, if they made the mistake once, they will probably do it again, so learning how to fix it themselves is important. It also helps take the mystery out of computers and raises their confidence level. Sometimes we even help them make a mistake, if it’s a common one, just to teach them how to fix it. For example, sooner or later they are all going to click the right mouse button and get a popup context menu. So, when training novices, we tell them to click the right mouse button, then explain what they are seeing and why, and how to close the popup menu.

Tip #8: Mistakes are learning opportunities. Teach them how to fix their mistakes.

I am in Monterey for the Internet Librarian 2007 Conference. I will be posting from here to the NCR Library Sandbox for those interested.

Before coming here, I spent the weekend with my brother nearby, who was a great tourguide. Pictures of some of the stuff we did in Mountain View are here, Muir Woods and San Francisco are here, and the coast (Ano Nuevo) are here.

Pictures from Monterey are here.

The older we get, the more we know. But sometimes that gets in the way of learning (see Tip #5). The process of learning, of itself, becomes more difficult due to factors in aging. Learning new concepts for familiar terms inserts a certain level of confusion into the process, enhanced by the declining ability to exclude the prior associations with those terms in order to learn the new associations. Frequently combined with this is a decline in hearing, caused by both physical and cognitive factors. The physical factor is the declining ability to hear sounds. The cognitive factor is the declining ability to distinguish sounds, caused by cognitive slowing and by neural noise (random signals that are unrelated to actual stimulus). This means what is actually getting through (what can be heard) is getting lost in distractions of prior associations and unrelated associations as the person attempts to “decode” it and make sense of it, causing increased difficulty in understanding what is being said. When this happens in the context of learning new terms and concepts, the ability to hear and understand becomes even more strained.

Rapid speech is obviously not going to work well with this group in a setting where they are learning something new. But slowing down the speed will not completely solve the problem. It is just as important to be very precise and explicit, and to enunciate clearly. Keep in mind many consonant sounds are similar. To older adults with hearing problems, words like com and con sound the same, and they may not have learned enough about the Internet to put “com” into context.

Because of the declines in hearing, context becomes even more important to older adults’ ability to decipher and understand speech. Precise and explicit speech will help keep them on track and in the correct context. For example, spelling out what is to be typed is a good idea, and to be more precise you could use phonetic alphabet words (Alpha, Bravo, Charlie, etc.) to indicate the specific letters. But unless you explicitly say, for example, “type the letters C as in Charlie, O as in Oscar, M as in Mike…” some will just start typing the words you say.

Tip #7: To lessen the effects of hearing loss and related issues of aging, speak slowly, using language that is precise and explicit.

Generation MySpace, Helping Your Teen Survive Online Adolescence, by Candice M. Kelsey, Marlow & Company, 2007. Available from Amazon, among others.

“Sheesh! Another MySpace thing! Mom, MySpace is really not that big a deal!” –My son, on seeing the book.

And therein is the point of the book. This is not a book for teens; it is an attempt to bridge the generation gap between parents and their children, using MySpace as the point of departure.

The author is a middle school teacher in California who has supplemented her personal experience with extensive research. There are no footnotes, but expert commentary and research is well documented within the text. There is also a “Resources” section at the back of the book, listing sources by chapter, as well as a “Recommended Reading, Surfing, and Viewing” section, also broken down by chapter.

There are few holds barred as the author delves into the current world of teens. In the first chapter the author points out that it’s not all about MySpace, it’s about social networking sites, of which MySpace is the largest. She then proceeds to explain why social networking is so important to teens and how it fits into the overall picture of their lives. In doing so, she exposes the terms and terminology they use and their current cultural context. Although she gives frequent warnings, if you are not prepared for language that would have been offensive in prior generations, you may want to skip this book and try one of the others available.

But the author is not trying to shock as much as to wave red flags. She and many experts say MySpace is not the problem, it is simply a symptom of a larger cultural shift. Kelsey believes, and offers good documentation, that the shift is driven by media and consumerism. With the red flags she also offers advice on dealing with the negative issues surrounding MySpace. The first step, also recommended by other authors of MySpace books, is to visit this part of a teen’s “world” by creating a MySpace account and looking around. There is a guided tour through the process, beginning with Chapter 2, “Pimped Out: Anatomy of a Profile.” The author recommends not going straight to your child’s profile, but using the experience to understand the world of today’s teens by seeing it through their eyes. There is a chapter later in the book devoted to assessing your child’s MySpace involvement, and strategies to use.

Overall, the book is well written and well documented, promoting strategies that are recommended by experts for dealing with teens and MySpace. The book overall also has an alarmist tone, and uses very frank language. For the clueless parent (including the one(s) thinking, “Not MY teen!”), this is probably a good thing. But it may not be the book for every parent. If you want a full picture of the teen world and teens on MySpace, this book should top your list. If you’d rather not know all the gory details, but still want to know how to approach MySpace, consider something like MySpace Unraveled, by Larry Magid and Anne Collier (reviewed here).

Back to the beginning quote: he’s right. I have two teens on MySpace, and for them it isn’t a big deal. It’s their world. I also have a MySpace account, which I set up over a year ago to find out what it was all about. They, and their friends, seemed to think it was awesome that I was in MySpace.